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Priyanka Bhatia's Outputs (8)

Digital Education Colonized by Design: Curriculum Reimagined (2023)
Journal Article
Costa, C., Bhatia, P., Murphy, M., & Pereira, A. L. (2023). Digital Education Colonized by Design: Curriculum Reimagined. Education Sciences, 13(9), Article 895. https://doi.org/10.3390/educsci13090895

This paper enlists Paulo Freire’s work to explore the interplay between technology and pedagogy from a decolonial approach, thus stressing the importance of adopting a critical stance to the facilitation of digital education experiences. It starts by... Read More about Digital Education Colonized by Design: Curriculum Reimagined.

Managing violent behaviours in primary schools – A multi-agency risk assessment model (2021)
Presentation / Conference Contribution
Rutter, N. (2021, December). Managing violent behaviours in primary schools – A multi-agency risk assessment model. Presented at Imagining Better Education 2020, Durham, England

Awareness of childhood violence is growing globally. It is estimated that almost a quarter of teachers are assaulted by their pupils each week in the UK, with many of these children identified as having social, emotional, and mental health needs. The... Read More about Managing violent behaviours in primary schools – A multi-agency risk assessment model.

Using Music in Primary Schools to Improve Learning Outcomes (2021)
Presentation / Conference Contribution
Rowell, D. (2021, December). Using Music in Primary Schools to Improve Learning Outcomes. Presented at Imagining Better Education 2020, Durham, England

My paper presents an argument that the greater involvement of music in primary schools could essentially be of great benefit to young children, both in their behavioural skills and potentially contribute to an initiative to improve academic skills ge... Read More about Using Music in Primary Schools to Improve Learning Outcomes.

The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom (2021)
Presentation / Conference Contribution
Diehl, M. B. (2020, September). The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom. Presented at Imagining Better Education, Durham, England

Poetry plays an important role in the subject of English in secondary schools. Not only does poetry create the opportunity to learn about playing with language, but it also allows students to familiarise themselves with the cultural heritage of the B... Read More about The Trouble with Poetry: Teachers’ perceptions on poetry teaching and learning in the secondary classroom.

Contextualised Admission: Does Province-Based Quota Policy Improve Geographical HE Equity in China? (2021)
Presentation / Conference Contribution
Tan, Y. (2021, December). Contextualised Admission: Does Province-Based Quota Policy Improve Geographical HE Equity in China?. Presented at Imagining Better Education 2020, Durham, England

HE geographical equity is a significant societal problem in China. As the primary admission policy, Province-based Quota Policy has been implemented to ameliorate geographical disparity in HE admission. However, the contribution of this improvement i... Read More about Contextualised Admission: Does Province-Based Quota Policy Improve Geographical HE Equity in China?.

An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts (2021)
Presentation / Conference Contribution
Prendergast, D. (2021, December). An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts. Presented at Imagining Better Education 2020, Durham, England

Teachers use questioning to enhance students’ learning in the subject of history for all ages. Effective teachers plan their questioning and develop precocity in dealing with students’ responses. Students demonstrate interest in dialogue and teachers... Read More about An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts.